Testing the Effectiveness of Computerized Cognitive Training on an At-Risk Student Population.

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities.

Improving Cognitive Abilities in School-Age Children via Computerized Cognitive Training: Examining the Effect of Extended Training Duration.

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities.

The Psychometric Structure of Executive Functions: A Satisfactory Measurement Model? An Examination Using Meta-Analysis and Network Modeling.

A long-standing debate among cognitive scientists has focused on describing the underlying nature of executive functions, which has important implications for both theoretical and applied research. Miyake et al.'s three-factor model has often been considered the gold-standard representation of executive functions and has driven much research in the field.

Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD.

Students' use of working memory (WM) is a key to academic success, as many subject areas and various tasks school-aged children encounter require the ability to attend to, work with, and recall information. Children with poor WM ability typically struggle with academic work compared to similar-aged peers without WM deficits. Further, WM has been shown to be significantly correlated with inattention and disorganization in those with ADHD, and WM deficits have also been identified as a potential underpinning of specific learning disorder (SLD).

Selective laser sintering of hydroxyapatite/poly-epsilon-caprolactone scaffolds.

Selective laser sintering (SLS) enables the fabrication of complex geometries with the intricate and controllable internal architecture required in the field of tissue engineering. In this study hydroxyapatite and poly-epsilon-caprolactone, considered suitable for hard tissue engineering purposes, were used in a weight ratio of 30:70. The quality of the fabricated parts is influenced by various process parameters.

Adolescent prosocial behavior: the role of self-processes and contextual cues.

Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior were related to behavior. Reasons reflected external, other-focused, self-focused, and internal justifications for behavior; each reason was related to a unique set of self-processes and contextual cues.